Abstract:

This systematic review study aims to analyze the current status of practice-based research on teaching philosophy to children in Türkiye. For this purpose eligibility criteria, information sources, and search strategies were determined to select studies to be included in the study. Research trends of the selected studies were examined in terms of quantity, year, research method and design, and data collection tools. Additionally, the implemented P4C programs were analyzed in terms of program elements. In systematic review studies, it is necessary to follow transparent and repeatable processes. In this direction, a total of 31 studies, including 14 master’s theses, 7 PhD theses, and 10 articles, published between 2008-2023, were included in this study. Descriptive and content analysis were used for data analysis. As a result, the studies investigated the effects of P4C practices on participants' thinking skills, social skills, philosophical thinking skills, cognitive development, and creativity. The most commonly used teaching methods and techniques in P4C applications are question-answer, discussion, and Socratic inquiry. Additionally, there is no unity in the concepts used for philosophical approach and teaching method and technique knowledge. However, in very few studies, the connection between acquisition-content and theme-book has been clearly demonstrated. At the end of the study, suggestions about P4C training programs development were presented based on the findings of the study.

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